PPVT-4

Peabody Picture Vocabulary Test, Fourth Edition

Individual Score Summary Report

Examinee Information Test Information

Name: Samantha S Test Date: 05/09/2014
ID Number: 2465899 Form: A
Birth Date: 08/02/2008 Teacher/Counselor Name: Beth W
Age: 5:9 Examiner Name: Tina Eichstadt
Gender: Female Grade: Kindergarten
Language Spoken at Home: English Test Site: Kindergarten Room
Reason for Testing: Reading First screening

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[ 1.0 / RE1 / QG1 ]

PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
05/09/2014, Page 2 Samantha S

-5SD -4SD -3SD -2SD -1SD +1SD +2SD +3SD +4SD

Standard Score:
20 30 40 50 60 70 80 90 100 110 120 130 140 150 160

Percentile Rank:
1 2 5 9 16 25 37 50 63 75 84 91 95 98 99

Stanine:
1 2 3 4 5 6 7 8 9

Extremely Low Average Mod. Extremely High

Mod. Low High

Score Summary
Standard 90% Conf. Age
Raw Score GSV Percentile NCE Stanine Description
Score Interval Equivalent
86 94 88 - 100 132 34 42 4 5:4 Average

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 PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
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Diagnostic Analysis

Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute
1 25 49 73 97
2 26 50 X 74 98
3 27 51 75 X 99
4 28 52 76 X 100 X
5 29 53 77 X 101 X
6 30 54 78 102 X
7 31 55 X 79 X 103
8 32 56 80 X 104 X
9 33 57 81 105 X
10 34 58 X 82 106
11 35 59 83 107 X
12 36 60 X 84 108
13 *37 61 85 X 109 X
14 38 X 62 86 X 110
15 39 63 87 111 X
16 40 64 X 88 112 X
17 41 65 89 113 X
18 42 66 X 90 114 X
19 43 67 X 91 115 X
20 44 68 92 X 116
21 45 69 93 X 117
22 46 70 X 94 118 X
23 47 71 95 X 119 X
24 48 72 96 *120 X
Key: X = errors, * = basal and ceiling items

Copyright 2007 NCS Pearson, Inc. All rights reserved.

 PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
05/09/2014, Page 4 Samantha S

Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute Item Noun Verb Attribute
121 145 169 193 217
122 146 170 194 218
123 147 171 195 219
124 148 172 196 220
125 149 173 197 221
126 150 174 198 222
127 151 175 199 223
128 152 176 200 224
129 153 177 201 225
130 154 178 202 226
131 155 179 203 227
132 156 180 204 228
133 157 181 205
134 158 182 206
135 159 183 207
136 160 184 208
137 161 185 209
138 162 186 210
139 163 187 211
140 164 188 212
141 165 189 213
142 166 190 214
143 167 191 215
144 168 192 216
Key: X = errors, * = basal and ceiling items

Percent
Part of Speech Attempted Correct 10% 20% 30% 40% 50% 60% 70% 80% 90%
Correct
Noun 63 33 52

Verb 14 12 86

Attribute 7 5 71

Copyright 2007 NCS Pearson, Inc. All rights reserved.

PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
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Narrative Summary

The Peabody Picture Vocabulary Test, Fourth Edition (PPVT-4), measure is a test of the receptive (hearing) vocabulary of children and adults. The measure is an
individually administered, norm-referenced, wide-range instrument.

On 05/09/2014, Samantha was administered the PPVT-4 form A. She was 5 years and 9 months old and in Kindergarten at the time of testing. Age norms were
used to score the administration.

Samantha obtained a PPVT-4 standard score of 94. The chances are about 90% that the range of scores from 88 - 100 includes her true score. Her percentile
rank of 34 means that Samantha scored as well as or better than 34 percent of examinees of her age. Her test-age equivalent is 5:4. Samantha's receptive
vocabulary functioning is in the average range.

Copyright 2007 NCS Pearson, Inc. All rights reserved.

PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
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Effective Interventions

Effective vocabulary interventions are informed by the accumulated scientific evidence concerning how individuals learn new words, why some individuals lag in
their vocabulary development, and what kinds of interventions are most effective for bringing about change in vocabulary development. The accumulated evidence
suggests that effective vocabulary interventions will reflect five principles. When collectively applied to the design of vocabulary interventions, the five principles will
provide a robust means for accelerating the vocabulary growth of infants through adults.

Principle of Interest: This principle emphasizes the importance of promoting an individual's interest in words as objects of attention and scrutiny.

Principle of Use: This principle emphasizes the importance of an individual's active engagement with words as an effective route to learning new words.

Principle of Explicitness: This principle emphasizes the need to provide clear connections between words and their meanings to facilitate learning.

Principle of Repetition: This principle emphasizes that one learns the meaning of a word only gradually over time and with repeated exposures to that word in a
variety of different contexts.

Principle of Intensity: This principle emphasizes the importance of addressing as many words as possible within vocabulary interventions to promote breadth of
knowledge.

Based on Samantha's PPVT-4 standard score of 94, the reinforcement activities listed below are suggested to further develop Samantha's vocabulary skills. The
full activity descriptions are provided at the end of this report.

Lower Elementary-Receptive (LE-R):

LE-R1. Elaborated Exposure During Storybook Reading
LE-R2. Word Sorting
LE-R3. Tier 2 Words

Additionally, The Bridge of Vocabulary (sold separately) by Judy K. Montgomery offers an explicit set of vocabulary intervention activities that are tied to
evidence-based research and to curriculum standards that were developed for both general and special educators. Each activity in The Bridge of Vocabulary
directly links a specific vocabulary intervention to a research-based strategy and a state-level curriculum standard and presents a systematic, intensive approach
to help you foster vocabulary and language growth.

Based on Samantha's PPVT-4 standard score of 94, you may want to review the following sections in The Bridge of Vocabulary for additional intervention
activities at the individual, group, or classroom level.

Copyright 2007 NCS Pearson, Inc. All rights reserved.

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The Bridge of Vocabulary Intervention Topics and Activities List

Lower Elementary (LE)

Topic/Code Activity Title Topic/Code Activity Title

Action Words Storytelling

LE 1.1 All About Actions (Part 1) LE 11.1 Tell Me a Story
LE 1.2 Listen and Do Word Play
LE 1.3 Today and Yesterday LE 12.1 Word Builder
Antonyms & Synonyms
LE 2.1 Antonyms Mean the Opposite
Classification & Categorization
LE 3.1 People, Animals, and Plants
LE 3.2 Domestic or Wild?
Descriptions
LE 4.1 What's It Like?
LE 4.2 Describe the Emotion
LE 4.3 I Can Sense It (Part 1)
Meaning & Usage
LE 5.1 Sensible Sentences
Nouns
LE 6.1 Word Web
LE 6.2 See It and Say It (Part 1)
Position Words
LE 7.1 Preposition Discovery
LE 7.2 Domino Directions
Rhyming Words
LE 8.1 Find the Rhyme
Shapes
LE 9.1 Shape Sculptures
Sound Awareness
LE 10.1 Animal Talk
LE 10.2 Beginning Sounds

Copyright 2007 NCS Pearson, Inc. All rights reserved.

PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
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Additional Suggested Intervention Topics and Activities

Lower Elementary-Receptive (LE-R)

LE-R1. Elaborated Exposure During Storybook Reading

Reading storybooks with young children, whether one-on-one or in a group setting, is a useful way to promote children's learning of new words. Storybook reading
interactions become even more powerful as a vocabulary development approach when the adult reader stops to define and discuss words that occur in the text
that are likely unfamiliar to the child. In these "elaborated exposures," the adult reader accentuates a new word that occurs in text (by increasing pitch and
intensity), and then repeats the word and explains its meaning using language the child can understand, perhaps even linking it to a child's own experiences. Here
is an example for the word marsh as in the book Possum and the Peeper (Hunger, 1998):

1. Adult reads text: "...They came down to a marsh where they saw a muskrat spring-cleaning his house."
2. Adult provides definition: A marsh is a very wet place where there are wet lands covered with grasses.
3. Adult links to child's experiences: We were in a marsh the day we went canoeing. Remember?

When using storybooks to build a child's receptive vocabulary through elaborated exposures, be sure to select books that have at least a few words in them that
are likely to be unfamiliar to a child. Words ideal for elaborated exposures are those that are synonyms for words or concepts already understood by the child and
that can be defined using language the child understands. Whenever possible, expose a child to these novel words repeatedly by repeated readings of a storybook
to promote deeper knowledge of the word.

References:

Justice, L. M., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: Findings from an intervention with at-risk kindergarteners. Language,
Speech, and Hearing Services in Schools, 36, 17-32.

Penno, J. F., Wilkinson, I. A., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the
Matthew Effect? Journal of Educational Psychology, 94, 23-33.

Copyright 2007 NCS Pearson, Inc. All rights reserved.

PPVT-4 Individual Score Summary Report - Form A (Age Norms) 2465899
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LE-R2. Word Sorting

Sorting words to compare their orthographic features is an activity often used in beginning spelling and reading instruction, particularly approaches that feature a
method of instruction called word study (Bear, Invernizzi, Templeton, & Johnston, 2004). Children are given a set of words to study and sort that feature two
specific orthographic patterns that are appropriate targets of instruction. For instance, a typical goal for a kindergarten student is to learn short vowel patterns in
consonant-vowel-consonant (CVC) words, including short e words (bet, ted, ten, set) and short i words (big, fin, sit, rig). In a word sorting activity, children receive
these words written on a set of cards and are helped to study their orthographic differences and similarities to sort them into short e and short i patterns. This sort
of activity is useful for developing children's spelling and reading skills, but also is useful for improving children's vocabulary skills if the meaning of targeted words
is included as a focus of instruction.

One approach to including a systematic focus on word meanings and vocabulary development within word study activities is to preview word sorting activities with
discussions of the sorted words that focus on word meanings. For instance, prior to a word study lesson focusing on contrasting short e and short i CVC words, the
meaning of each word can be discussed (e.g., a fin is the part of a fish that shows above water). After a word sorting activity, children can read books featuring
targeted orthographic patterns (called decodable texts), which can also provide reinforcement for learning word meanings when words are read in meaningful
contexts. Including systematic attention to word meanings targeted during word study instruction and word sorting activities can improve both the depth and
breadth of children's reading vocabularies.

References:

Bear, D. R., & Helman, L. (2004). Word study for vocabulary development in the early stages of literacy learning. In J. F. Baumann & E. J. Kame'enui (Eds.),
Vocabulary instruction: Research to practice (pp. 139-158). NY: Guilford Press.

Bear, D. R., Invernizzi, M., Templeton, S., & Johnson, F. (2004). Words their way: Phonics, spelling, and vocabulary instruction, K-8 (3rd ed.). Columbus, OH:
Merrill/Prentice Hall.

Copyright 2007 NCS Pearson, Inc. All rights reserved.

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LE-R3. Tier 2 Words

High-quality vocabulary instruction for early elementary students involves not only selecting the approaches to be used for teaching but also careful consideration
of what words are to be targeted. Given the sheer volume of words available for instruction, it is easy to be indiscriminate in word selection and just select any
words for targeting. For instance, words may be selected because they occur frequently in spoken language as indicated by word frequency lists, because they
link to lessons occurring in other subjects (e.g., social studies), or because they occur in literature the students are reading. Some experts contend that these
approaches are not desirable, because word selection does not focus on the usefulness or utility of the words selected (Beck, McKeown, & Kucan, 2002). The best
approach to selecting words from among the many available for possible selection is to carefully select those words offering the greatest utility to students. These
words are called Tier 2 words and can be readily differentiated from Tier 1 and Tier 3 words, which offer much less utility.

Tier 1 words are basic level words that are learned incidentally by most children by the early elementary grades; these words, such as car, uncle, walk, and laugh,
do not require direct instruction, as they occur relatively frequently and children incidentally acquire their meanings in normal everyday activities. Tier 3 words, by
contrast, are specialized words that are very low frequency; these words, such as photosynthesis, algae, and oxygen typically require direct instruction and are
associated with specific content areas. Tier 2 words are those that sit in-between Tier 1 and Tier 2: these words are used relatively frequently by "mature language
users" and add prevision to one's language, allowing "students to describe with greater specificity people and situations" (Beck et al., 2002, p. 17). Thus, these
words have high utility and make useful additions to children's vocabulary repertoire. As a general litmus test for identifying Tier 2 words, these words meet several
criteria:

1. They should represent a concept already familiar to a student.

2. They can be explained by students using words they already know.

There are several thousand Tier 2 words to select from for vocabulary instruction, making it fairly simple to ensure a regular and sustained focus on building
students' base of Tier 2 words. Beck and colleagues (2002) recommend direct instruction in roughly 400 Tier 2 words per year (roughly 12 new words per week
during 32 weeks of instruction), which would be sufficient for making a "sufficient contribution to an individual's verbal functioning" if these words are addressed in
sufficient depth.

Reference:

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. NY: Guilford Press.

End of Report

NOTE: This and previous pages of this report contain trade secrets and are not to be released in response to requests under HIPAA (or any other data disclosure
law that exempts trade secret information from release). Further, release in response to litigation discovery demands should be made only in accordance with your
profession's ethical guidelines and under an appropriate protective order.

Copyright 2007 NCS Pearson, Inc. All rights reserved.